26 In relation to development of communicative abilities, Cunningsworth
1995 mentions that It is open question to what extent coursebook can include real
communicative activities, but at most levels it is possible to include realistic activities, often based on contrived information gaps of various
kinds, which involve, at least language use which is communicative in the context of the classroom p. 117.
It means that activities for developing students’ communicative abilities can be various. However, they should facilitate language use which is realistic and
communicative in the context of classroom. The examples of activities mentioned by Cunningsworth are jigsaw reading and jigsaw listening.
Natalie Hess, 2001:159-160 says that “teaching of course ultimately depends on the willingness of the student to learn: unless the learner takes some
responsibility in the shape of active cooperation and effort, there will be no learning in spite of the efforts of excellent teachers.” She mentions some ideas
that may help the students focus on their study. The first is by giving sample questions before test and to let the students discuss it. The second, is by eliciting
students’ concern on language learning at the beginning of the task, the third is by allowing students making a guide before test, and the forth by letting students
writing their expectation of the course. In relation to study skills, Cunningsworth 1995 advises that it is better if
the textbook provides advice or guidance on study skills and learning strategies. He notes that the advice or guidance may focus on these three aspects. The first is
inviting the students to reflect the most effective way of learning for them. The second is offering advice to help the students develop their study skills. The third
27 is showing the way of using reference skills such as how to use dictionary and
grammar books.
g. Teachers’ Books Criteria
The seventh aspect in the checklist is teachers’ books. In this aspect, the availability and the content of the teacher’s book are evaluated. This aspect
appears in Robinett’s 1991, Harmer’s 2007 and Skierso’s 1991 checklist. Even Skierso 1991 provides detailed evaluation to evaluate the content of the
teacher’s manual. According to Cunningsworth 1995, teachers’ books are very important
because they can affect how the course is taught. He says that “a good teacher’s book is invaluable in offering, among other things, guidelines on how to make the
best use of the course, detailed plans for teaching each unit and key to exercises” p. 112. He also says that the teachers’ books should meet the needs of the users
and also be flexible. He adds that “we should therefore check that the teacher’s book provides suggested procedures for planning, preparation and teaching of
lessons” p. 114.
h. Practical Considerations Criteria
The last aspect to be evaluated according to Cunningsworth’s checklist is practical consideration. This aspect relates the evaluation to the practical
consideration of using the textbook. The criteria that are evaluated in this aspect are similar to the criteria of price and availability aspect in Harmer’s checklist. In
this aspect, Cunningsworth 1995 advises to check whether the whole packages of the textbook cost good value for money or not. Furthermore, attractiveness and
28 the strength of the textbook also need to be considered. It is also necessary to
check whether the supply of the textbook can be obtained easily. In selecting textbook with its accompanying materials such as listening recording and video, it
is also important to check whether the equipment are reliable, available and ready to be used.
5. Genre Based Approach
Nowadays, Indonesia uses 2006 curriculum which is commonly known as Kurikulum Tingkat Satuan Pendidikan KTSP or school based curriculum. In this
curriculum, the standards of competence for Senior High School level deal with various kinds of genres. The term genre can be simply defined as text type
Derewianka, 2003. There are various types of texts that should be learned in senior high school such as narrative, report, analytical exposition, etc Basic
competences of Senior High School. Since this curriculum deals with learning through texts, the application of genre theory should also get attention.
According to Feez and Joyce 2002 genre approach is related to a text based syllabus which puts the concern on what students do with whole texts in
context. This approach is firstly developed in Australia based on three assumptions. Firstly, it is said that learning language is a social activity. It means
that the language learning involves social interaction. The result of this language learning should make the students be able to learn language, to learn through
language and to learn about language. Secondly, learning will be more effective if what is expected from students is explicit. The application of genre approach in
